COURSE REPORT

Course Title: English For Academic Purposes 1

(REAP1)
Code: 999801-2
Program: Bachelor Degree Program
Department: English Language Centre
Institution: Taif University
Academic Year: 2020-2021
Semester: 2
Course Coordinator: Amelia C. Cruz

Date: June 2021

 Table of Contents
A. Course Identification
B. Course Delivery
1. Course Contact Hours (per semester)
2. Topics not Covered
3. Teaching Strategies
4. Activities/Assessment Methods
5. Verification of Credibility of Students’ Results
6. Recommendations
C. Student Results
1. Distribution of Grades
2. Comment on Student Results
3.Recommendations
D. Teaching and Assessment
1. Alignment of Students Learning Outcomes with Teaching Strategies and Assessment
Methods
2. Recommendations
E. Course Quality Evaluation
1. Students Evaluation of the Quality of the Course
F. Difficulties and Challenges
G. Course Improvement Plan
1. Course Improvement Actions
2. Action Plan for Next Semester/Year
 A. Course Identification
Number of Students
Number
No Instructor(s) Location of Starting Completing
Sections the course the course

1 Hind Alkhaldi Hawiyah 3575 52 48

The original number of students
The number of students
enrolled in the class.
who took the End-of-Term
(Including pass, fail, denied,
Assessments including Fail.
withdrawn and incomplete)

B. Course Delivery
1. Course Contact Hours (per semester)
No. Activity Planned Actual
Refer to
the
1 Lecture (14wks x 6hrs/wk) 84 84
Course 2 Laboratory/Studio -- --
Specs
3 Tutorial (CLMS) 2hrs/14wk 28 28
See Course 4 Others (Specify)
Spec - #7
Actual Study & Assignments 21 21
Learning
Hours. page 3
Total 133 133
 2. Topics not Covered
Extent of their
Reason
Impact on Compensating
Topics for Not
Refer to Learning Action*
Covering
the Outcomes
Pacing
All Units 1-10 listed in the Pacing schedule were covered.

3. Teaching Strategies
See Course
Specification Were They
Letter D #1 – Implemented? Difficulties
Copy and
paste the Planned Teaching Yes No Experienced Suggested
column for Strategies (if any) Action
Teaching
Strategies of in Implementation
each skill.

Vocabulary:  
Pair/individual Work
Class discussion  
Elicitation
Role play  
Teacher-Fronted
P   None
Presentation
Pre- and Post- Reading and Listening activities
that focus on vocabulary
Practice Activities

Grammar:  
Pair/individual Work
Class discussion
Group Work P   None
Teacher-Fronted Presentation
 Allow students to use
Listening: their mobiles and use a
Activate Schema specific App to give
Pre-Listening Activities audio tracks. Send the
Playing recorded lectures and dialogs
  P Poor Wi-Fi connection
audio to students and
Assisting students in answering comprehension upload MCQs.
and other questions about listening

 
Reading:
Activate Schema
Pre-Reading Activities
Previewing difficult vocabulary P   None
Teaching specific reading strategies and/or
techniques such as Scanning, Skimming,
Summarizing
Assisting students in answering comprehension
and other questions about the reading

Speaking:
Role play activities
Interviews P   None  
Pair work
Group work
­Presentations/Classroom participation
 
Writing:
Pair work
Teacher fronted presentation ​
Process writing ​
Teaching specific writing sub-skills (as taught P   None
in the course book ​
​Practice writing tasks done in class which the
teacher collects and gives feedback on. ​
​Students write answers on the board and the
teacher gives whole class feedback
 4. Activities/Assessment Methods
Were They
Implemented? Difficulties
Activities/Planned Yes No Experienced Suggested
Assessment Methods (if any) in Action
Implementation
Refer to Course Spec Letter D #1
Assessment Methods Column.
Teachers write if  - Use the
there is any. familiar words
in sentences to
•CLMS, Activities & give context
Assignment on clue, so
Blackboard students
- Test questions & understand and
topics especially can choose the
• Listening & Speaking P
  in Writing and right
Quizzes  
Vocabulary were vocabulary.
hard. - Choose the
• Language (Grammar & writing topic
Vocabulary), Reading & which the
Writing Quizzes student can
relate to.
5. Verification of Credibility of Students’ Results What we practice at the ELC

Method(s) of Verification Conclusions

Standardized Rubrics developed by TUELC -
.Results are valid
Curriculum & Testing Unit
Collaborative workshops to ensure standardized -
.Results are valid
grading
Criteria offered by TUELC Curriculum & Testing -
.Results are valid
Unit for Speaking and Writing exams
Exams cross-marking and cross-checking - .Results are valid

- It is very important to fill in this part which will be

6. Recommendations considered in making adjustments, changes or to
carry on as planned.
- See the 5 subparts under Letter B to consider in
writing recommendations.
- Deleting some repeated lessons/units and to focus more on Writing and
Speaking exercises.
- Reduce activities to be done especially in the workbook and CLMS. Students
find it very difficult for them to complete.
 
C. Student Results Same with the TU Results, after the Final confirmation.

1. Distribution of Grades
Grades Status Distributions

In Progress

Incomplete

Withdrawn
 

Denied
Entry

Pass

Fail
A+ A B+ B C+ C D+ D F

Number of
  21   16   2 1 1  7 1     41 7  3
Students
Percentage   44%   33%   4% 2% 2% 15%  2%     79% 13%  6%

- Formula :
- Formula : number of sts in each column
# of sts in each status / number of Starting
divided by Completing sts (See Part A ) x100%
sts ( See Part A ) X 100%
e.g. % of A - 21/48 x 100 = 44%
e.g. % of Pass - 41/52 x 100 = 79%
NOTE: Sample total of completing students = 48
NOTE: Sample total of starting students = 52

It is very important to comment on sts

2. Comments on Student Results results by considering the class exercises, the
quality of exam questions and other factors.
(including special factors (if any) affecting the results)
* It is important to improve the quality of exam and not make it very difficult for the
students because they already have failed before and exam should consider the students'
level.
* The chosen writing topic should be clear and include helping words, phrases or questions
that really help the students to do the writing test.
 
- It is compulsory to put all
important and useful 3.Recommendations
recommendations that will be * It is recommended to have a Placement test to know the students' level and
the reference for planning any their basic performance in each skill.
actions to undertake in
* To include only 8 units in the whole course as there are many lessons in each
improving or maintaining good
results, minimizing students’ skill to focus on and the students often complains about the total lessons or the
withdrawal or denial. covered units they have to review at the end of the semester.
- To write reasonable
recommendations, refer to Part
C, Subparts 1 & 2

D. Teaching and Assessment

1. Alignment of Students Learning Outcomes with Teaching Strategies and
Assessment Methods
Found in Course Spec.
Refer What test/ assessment
Letter D. #1 – Target Benchmark
to the is conducted
(Copy and paste )
Course
Spec. Assessment Results
Student learning Outcomes Assessment   Comment on
Letter
(SLOs) Methods Assessment Results
D. #1 – Target Level/
Copy Criterion for Actual Level
and Success
paste Vocabulary:        
skills Recall basic repertoire of   80% of students
under words and simple phrases Quiz will achieve
CLO See Assessment sheets
related to personal details   60% in this with SLOs actual and write Achieved
and particular concrete SLO the percentage of or
situations achievement of SLO. Not achieved
Grammar:        
Demonstrate only limited   See Assessment sheets
control of a few simple Final exam 80% of students Achieved
will achieve with SLOs actual and write
grammatical structures and   or
60% in this SLO the percentage of
sentence patterns in a achievement of SLO. Not achieved
memorised repertoire
Listening:        
Recognize familiar words and   Achieved
80% of students
very basic phrases concerning or
Quizzes will achieve See Assessment sheets
themselves, their families and 60% in this SLO Not achieved
  with SLOs actual and write
immediate concrete
surroundings when people  
the percentage of
speak slowly and clearly achievement of SLO.
Reading:      
Identify familiar names, words Quiz 80% of students Achieved
and very simple sentence   will achieve or
60% in this SLO See Assessment sheets
structures in a short paragraph with SLOs actual and write Not achieved
the percentage of
 
achievement of SLO.
Speaking:      
Employ simple phrases and Quizzes 80% of students
sentences to describe where   will achieve  Achieved
60% in this SLO or
they live and people they know See Assessment sheets
with SLOs actual and write Not achieved
the percentage of
achievement of SLO.
Writing: Write a simple         
paragraph using familiar words Quiz 80% of students
  will achieve Achieved
giving personal details
60% in this SLO
or
See Assessment sheets Not achieved
with SLOs actual and write
the percentage of
achievement of SLO.
 Sample SLOs Percentage of Achievement

Amelia Cruz:
See comple teing number
of students:
In Excel sheet there are
25 students - 1
wit hdrwan students =
24
80% of Completing sts
Total Number of Completing Sts 24 19
60% of Passing score SLOs Percentage of Achievement
9 Total number of students achieved SLOs -Listening 22 92 Amelia Cruz:
9 Total number of students achieved SLOs -Speaking 24 100 Each of these percentage
appears as you enter the
9 Total number of students achieved SLOs -Grammar 24 100 students' marks./scores. You wil
9 Total number of students achieved SLOs -Vocabulary 24 100 writ e the percentage of each
SLO achie vemnet result in Part
9 Total number of students achieved SLOs -Writing 22 92 D of the Course Report
9 Total number of students achieved SLOs -Reading 24 100
2. Recommendations This is in reference to letter D.

• See comments on assessment results :

- More Grammar, Reading and Writing exercises or class practices should be done in REAP2.
 
 
e.g. In this CR, there are 48 completing sts, 36
E. Course Quality Evaluation Ss (Participants) answered the questionnaire.
36/48 = 75% (Percentage of Participation)
1. Students Evaluation of the Quality of the Course
Number of
Date of Survey: Percentage of Participation:
Participants:

Students Feedback
TEACHING APPROACHES –
 
TEACHING MATERIALS –  
  Ss survey in
Strong FEEDBACK AND ASSESSMENT –  
 
English & Arabic
point/s RESOURCES –   are created by
  the
SYLLABUS/SLOs –   Curriculum&
    Testing Unit.
TEACHING APPROACHES – The teacher
 
TEACHING MATERIALS –   imports the
  Arabic
Areas to FEEDBACK AND ASSESSMENT –   questionnaire
improve   into BB. Then,
RESOURCES –   teacher collects
 
SYLLABUS/SLOs –   and gets all the
    students’
  responses/
Suggestions for
improvement
feedback.
 Sample Students Survey Results from different Course Reports
Date of Survey: 20-4-2020 Number of Participants: 36/48 Percentage of Participation: 75%

Students Feedback

TEACHING APPROACHES
- Teacher was always ready to support students and to answer their questions.
- Students strongly agreed that teacher’s approaches encouraged students and increased their interests toward the
subject.
 
TEACHING MATERIALS
- Students are fully satisfied and they agreed that the teaching materials used were easy to use and apply.
- All four skills were efficiently covered all materials.
Strong
point/s  
FEEDBACK AND ASSESSMENT
- They strongly agreed that they received clear information about assessment and they got regular feedback on
their performances.
RESOURCES  
– Students strongly agreed that the teacher employed a variety of teaching strategies in order to achieve the
course objectives.
SYLLABUS/SLOs  
– Most students agreed that the exams covered most SLOs.  
TEACHING APPROACHES
– The course needs more teaching hours.
 
TEACHING MATERIALS
– Availability of more electronic teaching.
FEEDBACK AND ASSESSMENT  
Areas to –Although 84% students were satisfied, the ones who didn’t report satisfaction indicate improvement in assessment
improve methods. As we had online assessments this semester, students faced problems because of slow Internet.

RESOURCES  
– Availability of books, internet and projectors must be assured at the beginning of semester.
 
SYLLABUS/SLOs  
–More practice and quizzes are required.  

Suggestions for
improvement * Students should be given an orientation before they sign up for any elective courses.
 F. Difficulties and Challenges Teachers write all the difficulties that
they faced in all the three areas.

Difficulties and Challenges Consequences Actions Taken

Administrative Issues
1-The internet is very slow in Difficulty to use Teachers brought their own and shared with sts.
the campus. web pages,
download videos

2-The projector wires are   Failure to use Regular maintenance.

broken or not working SMs
sometimes.

3- Some classes do not have Teacher can’t Provide new and clean equipment
white board or a clean one write important
notes

4- Late lectures  High percentage It is a reason of students repeated absences and sometimes cause their
of absence withdrawn from the class.

5-Classes are full of   Rooms are This problem make the teaching atmosphere uncomfortable for both teachers
unnecessary chairs crowded. and students
 
6-Providing the students  Some sts Some students complain about the book price
with a university book with couldn’t afford
lower price.
to buy books

Learning Resources
 1. Language in the book.  Learning  Change the textbook.
   difficulty  
Facilities
 2. No projector in the room.  Not all SMs  Fix resources/facility problems.
are used.
G. Course Improvement Plan Teacher can refer to the old issues/problems that he/she knows
1. Course Improvement Actions or refer to the previous Course Reports (same course).

Recommended
Actions Taken Results Comments
Actions
a. Previous course Report Recommendations
Improve the exam style During midterm and final exams Students will be informed about Wide variety of question styles
different kind of questions . (matching, true and false. Fill the
blanks)
       
       
b. Other Improvement Actions*
Smaller class sizes Make the group work very  
effective
Providing different App to use in class Effective language learning  
class
     
* (The developmental measures taken during teaching the course and not included in the development plan of it)

2. Action Plan for Next Semester/Year This is the conclusion of the plan.

Time
Responsibility
Needed
Recommendations Actions For
Start End Support
Implementation
1. Placement test Conduct test to
evaluate students
in order to put ELC Before
them in the   Faculty and admin 
registration 
course according
to their level
2. Limit students number Monitor the From the time
 Registration   University admin. 
number of sts  of registration 
3.